Abstract The central tenet of Neuro-Linguistic Programming (NLP) may be said to lie in the statem... more Abstract The central tenet of Neuro-Linguistic Programming (NLP) may be said to lie in the statement 'The Map is not the Territory'. That is, we operate in this world on the basis of the map of the world and not the world itself. An awareness of the blocks, limitations, and distortions of the map can help us grow out of them and come closer to reality. The origin of the tenet goes back to General Semantics, founded by Alfred Korzybsky with the aim of developing scientific awareness about bringing language closer to reality, in order to avoid misevaluations and conflicts in the world of human interaction and to free ourselves from individual proclivities and biases. In this paper, we attempt to show how a concern with an understanding of the learner's map of the world, the teacher can help her overcome her limitations and offer her greater choices of growth. We begin with a discussion of the evidence for universal and cultural cognitive dispositions to language, drawing from the linguistic and pragmatic literature. We then briefly bring up for elaboration some of the basic concepts of NLP. We finally discuss the results of an NLP based experiment on a group of BEd students specialising in English in support of the claim.
Abstract The central tenet of Neuro-Linguistic Programming (NLP) may be said to lie in the statem... more Abstract The central tenet of Neuro-Linguistic Programming (NLP) may be said to lie in the statement 'The Map is not the Territory'. That is, we operate in this world on the basis of the map of the world and not the world itself. An awareness of the blocks, limitations, and distortions of the map can help us grow out of them and come closer to reality. The origin of the tenet goes back to General Semantics, founded by Alfred Korzybsky with the aim of developing scientific awareness about bringing language closer to reality, in order to avoid misevaluations and conflicts in the world of human interaction and to free ourselves from individual proclivities and biases. In this paper, we attempt to show how a concern with an understanding of the learner's map of the world, the teacher can help her overcome her limitations and offer her greater choices of growth. We begin with a discussion of the evidence for universal and cultural cognitive dispositions to language, drawing from the linguistic and pragmatic literature. We then briefly bring up for elaboration some of the basic concepts of NLP. We finally discuss the results of an NLP based experiment on a group of BEd students specialising in English in support of the claim.
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Papers by ARUNA KORNANA